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ICT @ PS 10 - How Do I Get My Child In That Class

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"How Do I Get My Child In That Class" …

"How Do I Get My Child In That Class"
ICT @ PS 10 Brooklyn 5/11/12 Presentation as part of the 2011-2012 S3TAIR Grant

Published in: Education

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  • Transcript

    • 1. How Do I Get My Child in that class? I C T @ P . S . 1 0 1 5 K 0 1 0
    • 2. OverviewP.S. 10 offers our children a highquality, standards-based andinclusive education in a diverseand barrier-free environment.We provide thoughtful andrigorous instruction whichenables children to becomeinquisitive, lifelong learners.
    • 3. Student Population• Over 852 students• Barrier free • 78 students receive either occupational or physical therapy• 173 Students with IEPs • 20% of total population • 149 Less Restrictive • 24 More Restrictive per Special Education Delivery Report 2011-2012 & ATS Register Report
    • 4. Overview• Laura Scott - Principal Additional Presenters• Deborah Van Doren - Mayra Rios - Dana Roth• Sarah Cohen - James Najjar - Cate Lindley Project Design & Support• Christopher M. Casal
    • 5. Organization & Support• 1 ICT per grade • Kindergarten - 5th• 3 Common Preps per week • 1 is "LSW" - Looking at Student Work• Out-of-Classroom Support • Literacy & Math coaches, ESL provider, SETTS/ Resource Room, IEP Coordinator
    • 6. Initial Community Acceptance• A struggle - Teachers not willing to partner• General Education parents asking to switch their children• Local schools sending special education students to our school• General Education teachers placing non-mandated strugglers in ICT• Appropriate placing of GE students
    • 7. Differentiation of Instruction: Team Models• Parallel Teaching – Sarah Cohen & Jimmy Najjar• Stations – Dana Roth• Alternative Teaching – Deborah van Doren & Mayra Rios• Teaming – Cate Lindley• One Teaching One Observing – Deborah van Doren & Mayra Rios• One Teaching One Assisting – Cate Lindley
    • 8. Parallel Teaching• Sarah Cohen & Jimmy Najjar – Grade 2 ICTCo-teachers split the class up and are both teachingsimultaneously. They may be teaching the same information,different perspectives, or different levels in the same subject area.• Recommended Use: • Frequent
    • 9. Parallel Teaching - in action
    • 10. Parallel Teaching - How to Use• If you need to split your group for two different teaching points due to a significant gap in understanding • Part of the class may be ready to move on to a teaching point that builds on what you previously did and another part may need you to reteach the old teaching point. For example, you may review a concept like how to make a prediction with one group while the other group moves on to how to check and adjust predictions.• If students would benefit from being in a smaller group to grasp information • Students may feel more comfortable asking questions in a smaller group • Students would have more opportunities to come to the board • You can go at the pace set by the students in your group
    • 11. Parallel Teaching - How to Use• To allow more students the ability to participate and share ideas, or to encourage more students to participate • Students may need the chance to participate more if trying out a new math strategy or doing test review • Students who do not normally participate may feel more comfortable volunteering in a smaller group• To share two different perspectives • For example if the teachers taught the same moment in history, such as the American Revolution, and one did it from the point of view of the Loyalists and the other teacher did it from the point of view of the Patriots. You could then bring the class together for a debate where students could teach each other about the other standpoint.
    • 12. Parallel Teaching - Benefits• Each teacher has an active role in the classroom and he or she is able to plan independently and with his or her own style• Students can be strategically placed in the two groups to give them instruction that is at their level• Increased participation from students helps with assessing where students are and what further instruction is needed• When teaching multiple perspectives and then coming back together it gives students an opportunity to express what they know and feel empowered and it gives the teachers the opportunity to assess where students are• Students can be provided with enrichment or additional support
    • 13. Parallel Teaching - Challenges• It may be difficult to split the class evenly or into just two groups • When class size is larger it is more difficult to create two spaces that hold half the class • With a large class it is hard to split them into just two different leveled groups
    • 14. Station Teaching• Dana Roth – Kindergarten ICT Children rotate through stations and work in small groups, some led by teachers, some are independent• Recommended Use: • Frequent
    • 15. Station Teaching• Teachers divide content and students• Each teacher teaches the content to one group and subsequently repeats/adapts the instruction for the other group(s)• Additional station(s) can be led by a paraprofessional, volunteer or student teacher• Additional station(s) could give students an opportunity to work independently
    • 16. What this might look likeTeacher #1 Teacher #2• Making words with • Decoding/Tapping Out magnet tiles CVC Words
    • 17. Additional StationsAdditional Adult Support Independent Station(s)• Handwriting Practice • Literacy Game(s)
    • 18. Alternative Teaching• Deborah van Doren – 5th Grade teacher Mayra Rios - Kindergarten ICT One teachers teaches the large group and one teacher takes a small group• Recommended Use: • Occasional
    • 19. Alternative Teaching• One teacher teaches the large group and one teacher takes a small group• Used in situations where students mastery of concepts varies tremendously• When extremely high levels of mastery are expected for all students• When enrichment is desired
    • 20. What Alternative Teaching Might Look likeTeacher #1 Teacher #2Teaching a large group Teaching a small groupConcept: Reading through a word Concept: One to one matching by using finger
    • 21. Alternative Teaching: Other Sample Applications• The large group completes an assignment or exercise related to the concepts just taught.  The small group receives additional direct instruction.• The large group reviews homework.  The small group is pre-taught vocabulary related to the days lesson.• The large group is working on projects in small groups.  The small group is being assessed.
    • 22. Teaming• Cate Lindley – First Grade ICT Both teachers in front of the class sharing the responsibility of leading instruction• Recommended Use: • Occasional
    • 23. Teaming• Both teachers are in front of the classroom, sharing the responsibility of leading instruction• Co-teachers may have different but equally active roles, as when one teacher leads a large group lesson while the other teacher models note-taking• Key characteristic: both teachers are fully engaged in delivery of instruction
    • 24. Benefits of Teaming• Increase entertainment factor• Energizing• Demonstrate collaboration• Example partnership problem solving
    • 25. Challenges of Teaming• When both teachers are in front of the class, you can lose the valuable instruction technique of grouping• Comfort level with co-teacher: can be more challenging with new partnerships• With two talkative teachers, teaming can be challenging
    • 26. One Teaching,One Observing• Deborah van Doren – 5th Grade teacher Mayra Rios - Kindergarten ICT One teacher takes the whole group & the other teacher observes• Recommended Use: • Occasional
    • 27. One Teaching, One Observing• One teacher takes the whole group.   The other observes.When to use: • In new co-teaching situations • When questions arise about students • To check student progress • To compare target students to others in the class
    • 28. What One Teaching, One Observing Might Look likeTeacher #1 Teacher #2• Conducting a • Writing down whole group observations of lesson children
    • 29. One Teaching, One Observing: Other Sample Applications• Which students initiate conversations in cooperative groups?• Which students begin/do not begin work promptly?• What does James do when he is confused during an assignment?• Who is participating? Who isnt?• Who is being called on?  Who isnt?
    • 30. One Teaching, One Assisting• Cate Lindley – First Grade ICT One teacher leads instruction while the other addresses classroom management• Recommended Use: • Seldom
    • 31. One Teaching, One Assisting• Places one teacher in a lead role while the other clearly is functioning as a support to the classroom. In this approach, one teacher leads the instruction while the other monitors student work, addresses behavior issues, distributes papers and supplies. The assisting teacher may sometimes ask the leading teacher a question to clarify a concept or directions.
    • 32. Challenges• Has the potential to be over-used and abused• Frequently ends up as general educator taking the lead and special educator acting as assistant• Students can ultimately perceive one teacher as less authoritative than another• Imbalance in an ICT community
    • 33. One Teaching, OneAssisting - in action
    • 34. Team Models• Take a minute or two to Turn, Talk & Share...
    • 35. ClassroomEnvironment
    • 36. ClassroomEnvironment
    • 37. ClassroomEnvironment
    • 38. ClassroomEnvironment
    • 39. Classroom EnvironmentA special seat Finger Fidgets
    • 40. A quiet place to work...
    • 41. Flow of the Day:A clear visual foranxious students
    • 42. Learning Opportunities• In an ICT class all students benefit from having the ability to learn in a classroom that resembles life outside, full of different kinds of people with different strengths and challenges• It gives all students the chance to develop empathy, compassion, and understanding of people who are different• This allows students to learn how to accept others and see that while they might have some differences they also have some similarities
    • 43. Learning OpportunitiesAll students also benefit from:• Increased attention • Additional conferences or guided groups since there are two teachers• More enrichment and support, since there are two teachers • The two teachers may split the class and use a parallel teaching model• Opportunities to explain information to peers which helps solidify that information for themselves
    • 44. Learning Opportunities• Chances to hear peers explain something with an approach that differs from their own• Exposure to two different teaching styles and different strengths or passions of the two teachers • For example Mr. Najjar is a musician and is able to play instruments and bring music into the classroom to support learning or for enjoyment, while Ms. Cohen is artistic and enhances the curriculum with visual arts experiences and projects.
    • 45. Programs that work Fundations (Primarily K-2) • An explicit, cumulative, and multi-sensory approach to teach reading and spelling Echo/Find Letters Drill Sounds Word Play Letter/Sound Cards & WordsLetter Formation Echo/Letter Formation Dictation (Dry- Erase) Student Notebooks
    • 46. Programs that workSounds in Motion (Primarily K-1) • An interventional phonemic awareness and early literacy program • It pairs kinesthetic gross motor movements with phonemes to teach articulation, phonemic awareness and sound/symbol association
    • 47. Programs that workTERC (K-5) • Includes: • Stimulating curricula and • Data literacy programs designed to develop the knowledge and • Understanding of scientific skills they need to ask thinking and processes questions, solve problems, and expand their • Problem solving opportunities • Evidence-based decision • Curricula that supports all making students in acquiring mathematical knowledge, • Mathematical fluency skill, and confidence to become active mathematics learners who can reason • An understanding of the natural world about and represent mathematical ideas and relationships • Reflection on their own
    • 48. Creating a Population that Works• ICT classrooms have ten or more students with academic and/or emotional needs so it is important that our general education students help balance our class and are role models for our students with IEP’s.
    • 49. Creating a Population that WorksGeneral Education Criteria: • Works well in groups• Compassionate & • Extroverted & Highly Empathetic Verbal – willing to share during discussions and help others• Will help others• Speaks to others kindly • Able to listen and learn from other students• Low Maintenance • Doesn’t look down on other students and is open to• Emotionally age appropriate hearing ideas from everyone behaviors • Well-behaved• Self-motivated • Approaching grade level to
    • 50. Creating a Population that WorksTHESE STUDENTS SHOULD NOT BE PUT IN ICT:• Children who are pulled out for services • Academic Intervention Services (AIS) • IEP-driven services • ESL• Children who are going to be referred for SETSS• Children with 504’s• Children who have been referred to the PPC
    • 51. Collaboration & Sustainability• Administrative Support• Town Hall meetings• Open-door conversations• Accepting of change (staff)• Opportunities for intervisitations inside & outside school• Staff development for all• Use of technology • laptops, SmartBoards, iPads, Google Apps, Dropbox, etc
    • 52. School Community Acceptance
    • 53. Questions...• Q&A
    • 54. Continued Learning• Marilyn Friend – “Co-Teach” • http://www.coteach.com/• Collaboration • Dropbox, Google Apps• iPads • GoodReader, Confer, 3Ring, Dropbox • http://ps10ipads.wikispaces.com